Ma & Pa Kettle and other mathematical dilemmas

This week’s #edublogsclub prompt 12 asks us to embed something into a post.

No problems!

One of my favourite videos that I use in many of my workshops to do with differentiation and non-funded special needs is Ma & Pa Kettle’s most convincing lesson in mathematics.

The problem: How many times does 5 go into 25?

I bet you said 5¬†…

Can you think of any other numbers that can be manipulated to do the same?

No?

How about

13×7=?

Watch the video below. Costello (Albert and Costello fame) is pretty convincing…

Why are they so convincing?

I’ve used the Ma & Pa video in the past and asked students to convince me otherwise.

I would also imagine an open ended problem solving session where students explore the possibility that there may be other numbers for which we can present a similar argument.

How could you use these videos in your classes?

Feel free to share your ideas below.

Thanks for reading ūüôā

Take Outs: Day 2 Evidence-based teaching summit 2016

University of Bologna by Laurentius de Voltolina c.1350

University of Bologna by Laurentius de Voltolina c.1350

Take a close look at the medieval painting above what do you notice?

Has anything changed in classrooms¬†today? Of course yes there are no devices, I’m speaking mostly about engagement – 24:1, only 6 paying any attention, the rest seem disengaged, with more than one having a little snooze.

Now how about this one?

Raphael, School of Athens, 1509-11

Raphael, School of Athens, 1509-11

Ron Canuel (CEA) opened Day 2 of proceedings giving us insights into the research done at CEA. He says that much of education has been hijacked by others and that it is indeed time we took it back. We certainly all know (I hope) that standarised¬†tests do not lead to improvement in the educational outcomes of students, however,¬†they do benefit real estate agents! According to Canuel – everyone wants to live in a catchment¬†area of what is considered a ‘good’ school (and no I’m not elaborating).

Oh and the second painting above? Well, Ron mentioned something that really struck a chord with me, he said that education change should look like¬†the Renaissance with a lot more emphasis on all subjects. School of Athens is how I imagine a classroom should be, collaboration, thinking, genius, excitement, movement, passion, reflection, ordered chaos —–> can you hear it?

26% & rising...kids who are not dealing with school recommended reading from Daffydd Wiesner-Ellix (CBD Strategic)

26% & rising…kids who are not dealing with school recommended reading from Daffydd Wiesner-Ellix (CBD Strategic)

My next take out is about teacher quality. There is no measure for an effective teacher (Gary Marks, ACU). A teacher who may be effective in one classroom may not be in a different one let alone in another school. So where is the teaching profession heading? Tania Aspland (AITSL) argued that we could easily devise a how-to manual becoming an expert teacher the same as one might consult a how-to manual on becoming an expert golfer or tennis player. The first chapter in this manual would, of course,¬†be OBSERVATION and the STANDARDS provide us with something against which to measure our progress. So, where can we make the greatest impact in the context of our place and time (Neil Barker, DET) in schools? Can educators, as Susannah Emery (Curtin University) asks, be ‘quest givers’ given the strong attachment our current students have towards gaming? Perhaps the Teaching & Learning Toolkit presented by Tanya Vaughan¬†might just assist us in making the greatest impact happen in our classrooms, where they belong.

The highlight of the summit for me was meeting and sitting next to David Mitchell, Adjunct Professor (College of Educational Studies and Leadership), University of Canterbury, NZ. He delivered the final keynote address. Of course, while chatting at the table over the two days, I did all the talking about my research before it dawned on me just who he was – for those who don’t know his research is in diverse needs of students and inclusion and if you follow my blog you would know that my PhD is in special needs!!!!¬†I spent the night after the first day of the conference reading up on Dr. Mitchell and got my hands on an online copy of his book. I have since read a number of journal articles and will hold true to emailing him¬†to discuss his research, ask questions and gain first-hand insights as I journey through my PhD.

Dr. Mitchell also commented on my¬†note-taking so here I place the sketchnote I completed as he spoke…now I would have added so much more but I really enjoyed just listening. I think I’ve got enough for you to get the picture of just how much wisdom this man has offered me especially as I continue my PhD. I secretly hope too, that Dr. Mitchell might read this post one day and see it for himself for I was not confident to show him on the day.

Sketchnote -Dr. Mitchell's keynote

Sketchnote -Dr. Mitchell’s keynote


 

Question: Can Principals significantly influence learning in their schools? (Helal & Coelli, 2016)

Fact: 24% of ALL students and 40% of those who are disadvantaged are at risk of reading failure in Australian primary schools. The explicit teaching of literacy covering the BIG5 may assist (Kerry Hempenstall – Case Study presentation).


 

One more thing – Whilst Radmila Harding was a little apprehensive about being the very last speaker of the conference and wondered if there would be anyone left to hear her presentation I have to say it was engaging, and well I’m also going to say …¬†FUN! There were hands-on activities and videos to make us laugh… and so it ended… happily. The take home message not only from Radmila’s presentation but I think from the whole conference:

Let’s work collaboratively to build a team that won’t fall down so all may benefit and grow in their experience and journey of learning and living.

And yes there were enough people left who enjoyed it right to the end.

End of Day 2

Thanks for reading ūüôā

Day 1 – EBT reflection

Reading from the outside in

A new term usually signals a new text we have to ‘teach’. In many cases there’s a 90% chance that your students haven’t read the novel in advance and if they have, well, that’s a bonus.

Over the years I’ve tried lots of ways to try and get students involved with the class texts. I’ve sat in on meetings where teachers decide which novels their students should read in which year level and during which term. I’ve been in on discussions as to whether to allow the film version to be studied and what the sparknotes might have to offer.

I’ve had occasion to actually introduce novels in a few classes over the years with great success (usually as a CRT or while on a short term contract) even though I’m not a trained English teacher. This¬†is what I have to offer…

Reading the novel from the outside in

There are many students who don’t like to read, especially not books that are prescribed by their teachers. However, until we change our ways and actually allow the students themselves to choose their own novels ¬†– now there’s an idea – we need to find ways to engage them. We need to ‘hook’ them into learning.

Blue book

Blue book

For a student to connect with their novel we have to tease them into wanting to know more. Therefore I never begin with the Forward or the Introduction and nor do I begin at Chapter One. In fact, I don’t even do this in my own reading, which is probably why I was a little disappointed when the book I put on hold last week turned out looking like this (Blue book). I know I’m going to need to make¬†some effort in reading¬†it over the coming weeks (sighs). So what is it that would engage my students and I into reading a book? What’s the hook? For me it’s going to be the cover – front and back.

For this experiment, I’d like you to grab a novel or any book close by and follow the prompts while simultaneously developing a mind map by hand or using any¬†brainstorming¬†apps:

Here’s mine;

One version of the cover – ‘The curious incident of the dog in the night-time’

  1. Have a good look at both the front and back, and write down everything you see (use adjectives to really help describe what it is, e.g. 6 red cars and extend the mind map). This is even more interesting if your students have different editions.
  2. Ask questions of the students – What does the colour ‘red’ represent? Extend the mind map as students respond – red, love; anger…

    beginnings of mind map

    Beginnings of  a mind map

  3. What of the awards? Google and add info to mind map
  4. Keep going – accept all responses as students begin to engage with your questions. They may have some of their own. Ask.
  5. They may want to add colour or other images which they can draw or download.
  6. Now get them to read the blurb
  7. Who is the main character?
  8. What do you know about this character from reading the blurb? Explore further the idea about not understanding human beings. Do they know anyone like this in their own lives?
  9. What more have you learnt about the dog?
  10. Keep building the mind map…Are there any other characters mentioned? Who are they?
  11. What kind of novel is this? Mystery – who likes mysteries? Tell me about something mysterious…
  12. What mysteries¬†might the main character unravel in this novel?¬†Write a paragraph we can compare later…or draw a picture…or record your idea on your device…

Let’s find out what happens shall we?

And so only then do we turn to Chapter 1 – ‘It was 7 minutes after midnight.” #hooked

Try it; I’d love to hear how it goes.

The mind map can be updated, re-designed, discussed, and dissected as they go through the novel Рextending and comparing their first thoughts and developing ideas for later analysis. Some students might like to follow along using the audio version as they read through the book. Did you know that there is a stage production of the novel and even an overview?

So, how did you go with your book? Do you think this could work in your classes? Are you willing to have a go? I’d love to hear about it.

Thanks for reading ūüôā

 

Time to revisit my #oneword2016

My word for 2016

My word for 2016

How far can #oneword go? It seems that it can travel quite a long way. On January 3rd I decided to get on the bandwagon and wrote a reflection on one word that would describe my journey for 2016. It is now May and time for me to review the journey so far…

My #oneword2016 is further’. I still very much love this word and it has, to date, served me well. There are five areas in my professional life in which I hoped to make progress during the year -to go ‘further’ and so far after 5 months I am really happy with where I’m at.

notes

Writing up my PhD proposal for confirmation

1. The PhD

The PhD is chugging along very nicely. In fact,¬†I have just now received the email I was waiting for, “Jo I have just finished [reading] the final draft and am happy for this to go the panel now.”¬†Of course that now means I am preparing for my confirmation -the 20 minute presentation to an academic panel who will feedback and hopefully give me the green light to go ahead with not too many amendments. I’ll let you know how that goes in a couple of weeks.

The second part of my PhD journey is continuing the #survivephd15 chat on twitter which has now morphed to just #survivephd and happens every first Thursday of each month at 8:30pm AEST. It’s not as fast paced as others but I’m happy to be able to extend the conversations beyond¬†the themed questions. To date I have been following the same topics covered in the¬†MOOC course last year but after next month that will end. So I’ll be looking for ideas from fellow PhDers on themes they would like to chat about. If you’re interested you can have a look at the storify from our last chat on BOREDOM.

2. Me as learner and teacher

IMG_0027

Oxford

 

Well I did say I wanted to go ‘further’ with this too and while I’m still doing some CRT work, I am also privileged to have a tutorial group of 2nd year pre-service teachers. They are currently on their school placements so won’t be seeing them for two weeks but trust me I have plenty to do, while they are out, marking their assignments. I have really enjoyed these classes¬†watching them grow even in the short space of time, from when they first entered – only a few months ago – but in that time they have accomplished¬†so much from being asked to teach a short session in a local school¬†to getting up in front of their peers and running a half hour teaching session, to now finally completing assessments on reflective practice. I will miss them once the semester is over but hopefully there might be another opportunity in second semester to work again with pre-service teachers. Here’s hoping…

3. My coaching model

“In 2015, I was asked to work with a small team and develop a made to order coaching model for staff.”

Coaches in training

Coaches in training

The coaching model is developing well. We have now completed the initial training for our volunteer coaches and established a group of coachees ready for the pilot program which begins in August. Throughout the training we developed coaching contracts and conducted¬†role plays in coaching conversations. We used multiple sources including AITSL coaching guidelines, GCI (see below), CEM, Group 8 Education,¬†ideas from Instructional Coaching by Jim Knight, and reflections by Chris Munro, ¬†to help develop our very own coaching model. We are also piloting different platforms¬†for coaching conversations to happen including our own twitter hashtag #mlmccoaching, a private Facebook page and a Google classroom platform where we can share resources and give feedback. I intend pushing¬†‘further’¬†here and encourage the coaches take part in some coaching chats on twitter, most especially the Australian based¬†#educoachOC.

I also decided that it would be beneficial learning for me in¬†training others that I too follow this lead and signed up¬†with Growth Coaching International (GCI)¬†to learn more abut coaching and am currently in Phase Two working on telecoaching techniques. I am really enjoying reading the resources, making contact with peers and developing my skills. I hope to take this ‘further’ and sign up at the end of the next phase to become a qualified GCI coach!

In the meantime I’m preparing / developing the pilot program for my coaching school. The first two sessions will focus on building trust and relationships, without these there is no coaching success. I’ll keep you posted on our progress.

4. Special needs advocacy

With the announcement by the Victorian Institute of Teaching (VIT)¬†earlier this year¬†requiring teachers to attend professional learning¬†specifically to assist and¬†improve their capacity to teach learners with a disability, came many more enquiries¬†from schools. I have also had a sharp hike in attendee numbers for my workshops with Critical Agendas. Last week’s session was over capacity with 47 teachers and support staff attending. Hard work, but I’m so happy that the message it getting out – certainly with a little help this area has gone ‘further’ as I have quite a number of workshops booked with schools across the metropolitan area and will continue my work in spreading the message that everyone deserves to be taught how they learn no matter where they start.

t-shirt logo

t-shirt logo

Continuing¬†in the same vein of ‘special needs’ is the opportunity I have to work¬†with a great bunch of people from the¬†English Connect¬†department and Monash University. I’m in the Peer Support group helping international students with written or spoken academic work. I’m loving this experience and the opportunity to witness our clients improve their grammar and pronunciation skills. I am so privileged to be teaching¬†while at the same time growing as a learner myself, listening to their stories, and meeting lots of new people along the way.

5. Teaching the teacher

To date I have learnt so much already – completing my confirmation paper for my PhD was such a great learning curve and my main supervisor has taught me many new skills, as well as challenging me and supporting me in the process. I can’t wait to move into the next phase with still so much learning to do. My academic writing has improved – I am really chuffed at my skills of ‘crafting’ all my ideas into this paper. I hope I do it justice at the presentation.

The coaching model and training with GCI is something that I cherish and will continue to do so as I complete the training process.

Teaching and learning with my pre-service teachers was a career goal and hopefully I’ll have more opportunities to explore¬†this ‘further’,¬†along with¬†learning at English Connect.

At the end of my post back in January I wrote:

My wish for 2016 is that I can go further but more importantly that as I go so it is that I am not alone, too far ahead or even too far behind. Will you take up the challenge with me? Are you willing to go … further?

Still stands….

Thanks for reading ūüôā

How far can one word go? #oneword2016

I joined twitter in December 2012 but didn’t begin using this fabulous learning tool for quite a while. I’m not sure when I first began tweeting as such but I’m going to say that in the last two years of engaging with it I haven’t looked back. This year I began seeing lots of posts regarding #oneword2016 and decided to come on board. I’ve been thinking about it for a while and¬†the very first word that came to mind was MORE. I thought about it wondering¬†why this particular word but then it came to me – it wasn’t ‘more’ I wanted, it was to go further.

“Further” in 2016

I want to go… ‘FURTHER’ this year. It’s not that I haven’t accomplished enough in 2015 but rather, I began¬†many things and now I just want to take them ‘further‘. See? Not ‘more’ but ‘further’;¬†additional to what already exists or has already taken place, been done, or been accounted for..

So, here are my hopes for furthering my professional life 2016 in no particular order:

1. The PhD

In 2015 I changed the direction slightly for my PhD study, mainly methodology related not topic as such. This meant I had to seek out a new main supervisor. I was well supported in this task by the out-going supervisor and have not looked back. My current supervisors are very supportive and don’t pull any punches -they tell it how it is and I really appreciate this. It makes the positives so much more satisfying and funnily enough gets me really motivated to attend to the not so good bits with gusto. This year I’m working towards my confirmation – a¬†20 min presentation of my proposal and 10,000 word document of the first milestone. Last year I also signed up for The Thesis Whisperer‚Äôs MOOC course ‚ÄúHow to survive your PhD‚ÄĚ via EdX and ANU. It was a great experience and the hashtag lives on with many still posting on twitter and taking part in my monthly tweet chat #survivephd15. This year I can’t wait to get into the actual process of data collection and disrupting the status quo…going further.

2. Me as learner and teacher

I have always enjoyed my time in the classroom with students. When I first resigned my full time leadership position in school I very much missed the students most. I quickly made moves to get back into the classroom while still following my dream of being a full time education consultant. I was told it was a gusty move coming out of school but I’m big on risk taking and learn from my mistakes. I really believe in F-A-I-L being the¬†First Attempt In Learning.

I love learning and teaching and the idea of¬†being a CRT or a short-term contract teacher doesn’t phase me. I work really hard to get to know my students even if it’s only for a short time – from 45 mins to a term or two – it’s worth it and you know you’ve been successful because the students aren’t afraid to tell you so. It makes learning and teaching so worthwhile and so much easier and fulfilling. I will be exploring the possibilities further in 2016 both in schools and in adult education. (Note to self – send emails to¬†daily organisers re: CRT availability in 2016).

Thank you message from a student

Thank you message from a student

3. My coaching model

Last year (it’s weird saying it already) I was asked to work with a small team and develop a made to order coaching model for staff. It was a challenging task but we were determined to come up with something that would tick as many boxes as possible. The proposal was accepted and we are currently in the process of further developing the model. Late last year (there it is again) I facilitated the first of the training sessions for the self-nominated coaches. This year we will be taking it further…Finding out how we work, learning and teaching and developing ‘our’ model using the framework as the foundation.

4. Special needs advocacy

My PhD study is about relationships, collaboration and optimal learning environments. I will be investigating how it works when teachers and learning support officers become the researchers and work collaboratively to meet the needs of students with disabilities. My advocacy stems from my own experience of school and the difficulties of learning a new language. Last year I spent two terms as head of the Special Education unit in a Catholic Secondary college. During my time there I reflected on what I was learning and feeling on this blog.¬†While personally I found it rewarding, I also saw many things that made me mad. My whole purpose for coming out of a full time position in a school was to spread the message that everyone deserves to be taught how they learn no matter where they start. I spend much time travelling to different schools, primary and secondary to facilitate workshops on learning in particular focusing of differentiation and modification and on working with students with disabilities funded and non-funded. My most popular workshop runs regularly through Critical Agendas¬†on “Practical Strategies for Teaching Non-Funded Students with Special Needs.” I would like to spread the message even further this year…

“I believe everyone learns in their own special way, we must endeavour to find what this is and then facilitate the learning using strategies that support these preferences”.

5. Teaching the teacher

This last one is related to all of the above. All teachers must be learners first. My PhD is about me as a learner and how I can go further as such. I want to make a difference. I want to see every student learn and teach at their own pace, in their own time. I want every student to¬†have teachers who really know¬†and understand how they learn¬†and assist each of them¬†in that¬†learning. ¬†As a learner and teacher it is always exciting being in a school, to have the opportunity to work with students and colleagues. I like to assist in¬†making¬†learning ‘fun’, engaging, challenging and to help it last forever. I love running workshops for teachers and to facilitate collaborative structures where teachers learn and teach other teachers. My coaching model is supported by the motto ‘teacher as learner’ first.

My wish for 2016 is that I can go further but more importantly that as I go so it is that I am not alone, too far ahead or even too far behind. Will you take up the challenge with me? Are you willing to go … further?

found on Buzz-inn Community fb page

found on Buzz-inn Community fb page

Thanks for reading ūüôā